LEADER 00000nam  2200349   4500 
001    AAI3088437 
005    20100506123508.5 
008    100506s2003    ||||||||||||||||| ||eng d 
020    9780496361779 
035    (UMI)AAI3088437 
040    UMI|cUMI 
100 1  Toney, Erena Theodora 
245 12 A comparative study of reading comprehension skills among 
       children who speak an English lexicon-based Creole and 
       other speakers of English 
300    114 p 
500    Source: Dissertation Abstracts International, Volume: 64-
       04, Section: A, page: 1178 
500    Sponsor:  Ann E. Boehm 
502    Thesis (Ph.D.)--Columbia University, 2003 
520    The purpose of this study was to investigate the effects 
       of speaking an English lexicon-based Creole on the reading
       comprehension achievement of children of Caribbean 
       heritage. The participants consisted of 37 boys and 38 
       girls completing the third and fourth grades. Thirty-six 
       who were of Afro-Caribbean heritage spoke an English 
       Creole at home, and 39 who were of Afro-American heritage 
       spoke American English. The measures used were Card 1 of 
       the Thematic Apperception Test (Morgan & Murray, 1985) to 
       gain a sample of spoken language, the Reading 
       Comprehension subtest of the Gates-MacGinitie Reading Test
       Fourth Edition (MacGinitie, MacGinitie, Maria, & Dreyer, 
       2000), the Listening Comprehension subtest of the Wecshler
       Individual Achievement Test (1990), a test of naming speed
       (Lemoine, Levy, & Hutchinson, 1993), the Rapid Automatic 
       Naming Test (Semel & Wiig, 1980), the Test of Phonemic 
       Awareness (Yopp-Singer, 1988) and a measure of mothers' 
       educational expectations. The study found that Caribbean 
       Creole-speaking children were having significantly more 
       difficulty with reading comprehension than their non-
       Creole counterparts in the third and fourth grades (p <
       .05). However, the significance of language group as a 
       predictor in reading comprehension was marginal (p = .06).
       Phonemic awareness was found to add significantly to the 
       variance in reading comprehension (r2 = .33, p < .05). 
       These results suggest that teachers place emphasis on 
       phonemic awareness training in the early grades for these 
       children as one way of countering the marginal effects of 
       the Creole on reading comprehension. They also highlight 
       the role of parental expectations on reading comprehension
590    School code: 0054 
650  4 Education, Educational Psychology 
650  4 Education, Reading 
650  4 Sociology, Ethnic and Racial Studies 
690    0525 
690    0535 
690    0631 
710 2  Columbia University 
773 0  |tDissertation Abstracts International|g64-04A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/